Curriculum 1

Secondary education regional information base: country profile
Cambodia. Bangkok: UNESCO Bangkok, 2008.

20 pp.
1. Secondary education. 2. Educational Policy. 3. Cambodia.
ISBN 978-92-9223-186-6 (Print version)

ISBN 978-92-9223-187-3 (Electronic version)
Chief Editor:
Editor:
Design/Layout:
Cover photo:

Caroline Haddad
Yoko Sato
Pongsuda Vongsingha and Sirisak Chaiyasook
UNESCO / M. Jeffrey
UNESCO 2008
Published by the
UNESCO Bangkok
Mom Luang Pin Malakul Centenary Building
920 Sukhumvit Road, Prakanong, Kongtoey
Bangkok 10110
Thailand
Printed in Thailand
The designations employed and the presentation of material throughout the publication do
not imply the expression of any opinion whatsoever on the part of UNESCO concerning the
legal status of any country, territory, city or area or of its authorities, or concerning its frontiers
or boundaries.
EPR/08/EP/039-300
Table of Contents
List of Tables and Figures
Acknowledgement
Readers Guide
Abbreviations
1.. Secondary Education at a Glance . . . . . . . . . . . . . . . . . . . 1
1.1
1.2
1.3
1.4
1.5
1.6
Education System. . . . . . . . . . . . . . . . . . . . . . . . .
Size of Schooling Sector. . . . . . . . . . . . . . . . . . . . . .
Access and Participation . . . . . . . . . . . . . . . . . . . . . .
Geographical Distribution of Access. . . . . . . . . . . . . . . .
Student Progression . . . . . . . . . . . . . . . . . . . . . . . .
PTR and Average Class Size . . . . . . . . . . . . . . . . . . . . .
1
1
2
3
3
3
2.. Institutional Context of Secondary Education. . . . . . . . . . . . . 4

2.1
2.2
2.3
2.4
Education System. . . . . . . . . . . . . . . . . . . . . . . . .
Legislative Framework and Key Policy Documents. . . . . . . . . .
Administrative Structure. . . . . . . . . . . . . . . . . . . . . .
Financing. . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4
4
5
7
3.. General Secondary Education. . . . . . . . . . . . . . . . . . . . . 8

3.1
3.2
3.3
3.4
3.5
Types of Schools . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Admission Requirements. . . . . . . . . . . . . . . . . . . . . . 8
Student Assessment and Promotion . . . . . . . . . . . . . . . . 9
Tuition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
4.. Private Education. . . . . . . . . . . . . . . . . . . . . . . . . . 12

5.. Secondary-Level Technical and Vocational Education . . . . . . . . 13
6.. Teachers in General Secondary Education . . . . . . . . . . . . . . 14
6.1 Teacher Management. . . . . . . . . . . . . . . . . . . . . . . 14
6.2 Qualifications and Pre-service Training. . . . . . . . . . . . . . . 14
6.3 In-service Training . . . . . . . . . . . . . . . . . . . . . . . . 14
7.. Recent Reforms. . . . . . . . . . . . . . . . . . . . . . . . . . . 15
8.. Involvement of Development Agencies . . . . . . . . . . . . . . . 16
9.. Relevant Documents and Additional Resources . . . . . . . . . . . 17
Reference . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Background Statistics: Development Indicators. . . . . . . . . . . . . . 21
List of Tables and Figures

Table 1.
School-aged Population, 2006. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Table 2.
Enrolment, 2006. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Table 3.
Number of Teaching Staff (full and part-time), 2006 . . . . . . . . . . . . . . . . . . . . . . 1
Table 4.
GER in Secondary Education, 2006. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Table 5.
NER in Secondary Education, 2006. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Table 6.
Progression Indicators, 2006. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Table 7.
Pupil-teacher Ratio, 2006 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Table 8.
Average Class Size, 2007. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Table 9.
Public Expenditure on Education, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Table 10. Public Expenditure on Education as % of National Budget, 2000-2007. . . . . . . . . . . . . . 7

Table 11. Types of Secondary Schools and Administrative Authority, 2005/06 . . . . . . . . . . . . . . . 8
Table 12. Enrolment by Grade and Level, 2005/06. . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Table 13. Percent of Repeaters by Grade and Sex, 2006. . . . . . . . . . . . . . . . . . . . . . . . . . 9
Table 14. Percent of Repeaters by Grade and Geographical Areas, 2005/06. . . . . . . . . . . . . . . . 9
Table 15. Progression of Graduates (Upper Secondary), 2005/06. . . . . . . . . . . . . . . . . . . . . 9
Table 16. Statutory School-opening Days and Teaching Weeks per Year, and Teaching Hours per Week. . 11
Table 17. Percent of Private Enrolment, 2003-2005 . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Table 18. Percent of Enrolment in TVE Programmes, 2000-2006. . . . . . . . . . . . . . . . . . . . . 13
Table 19. Number of Teachers and Key Indicators, 2006. . . . . . . . . . . . . . . . . . . . . . . . . 14
Table 20. Minimum and Maximum Salary for Teachers. . . . . . . . . . . . . . . . . . . . . . . . . 14
Figure 1.
Education Structure: Approximate Starting Age and Duration. . . . . . . . . . . . . . . . . . 1
Figure 2. Change in Number of Enrolment, 1980-2005. . . . . . . . . . . . . . . . . . . . . . . . . . 2

Figure 3. Change in Number of Teaching Staff, 1980-2005 . . . . . . . . . . . . . . . . . . . . . . . . 2
Figure 4. Change in GER by Level, 1970-2005. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Figure 5. GER by Province, 2005/06. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Figure 6. GER by Geographical Areas and Sex, 2005/06. . . . . . . . . . . . . . . . . . . . . . . . . . 3
Figure 7.
MOEYSs Organizational Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Figure 8. Resource Allocation by Level as % of Total Education Expenditure, 2001 . . . . . . . . . . . . 7

Figure 9. Completion Rate for Grade 9 and 12 by Province, 2004/05 . . . . . . . . . . . . . . . . . . 10
Acknowledgement
This Cambodia Country Profile has particularly benefited from
inputs provided by national consultant Dr. Sitha Chhinh, Director,
Master of Education Programme at Royal University of Phnom
Penh. The most recent data/information included within this report
has been collected thanks to the collaboration of relevant offices/
departments at the Cambodian Governments Ministry of Education,
Youth and Sport.
This publication is part of a series of Secondary Education Regional
Information Base Country Profiles developed by the Education
Policy and Reform (EPR) Unit in collaboration with the Assessment,
Information Systems, Monitoring and Statistics (AIMS) Unit and other
relevant UNESCO Field Offices. Technical assistance was provided in
particular by UNESCO Phnom Penh.
The project receives a generous financial contribution from the
Japanese Government.
Readers Guide
The following symbols are used in the statistical tables:
No data available
na
Not applicable
National estimation
**
UIS estimation
Magnitude nil or negligible
+n
Data refers to the school or financial year (or period) after the reference year (or period)
-n
Data refers to the school or financial year (or period) before the reference year (or period)
General Notes:
The Secondary Education Information Base: Country Profile uses statistics from the UNESCO Institute for
Statistics (UIS) and national sources. Although, in principle, UIS statistics are used as the primary data source
to facilitate comparison with other countries, nationally available statistics are used extensively where specific
data is not available from UIS.
All data indicated as UIS data was retrieved from the UIS Data Centre (http://www.uis.unesco.org) on June 3,
2008. Please consult the database directly for the most recent data.
Statistics from national sources were collected through questionnaires, and the original sources are indicated
under each table/figure.
All tables and figures have been compiled by UNESCO Bangkok.
Definitions:
A comprehensive list of education indicators, including their definition, purpose, calculation method, and
formulas used in their calculation, is available from the UIS Glossary of Education Indicators.
Levels of education in UIS statistics are defined according to the International Standard Classification of
Education (ISCED97).
The year cited in tables and figures refers to the year in which the academic or financial year ends. Therefore,
wherever the given year is spread across two calendar years, the year is cited according to the later year (e.g.
academic year 2003/04 is presented as 2004). As for the statistics retrieved from national sources, the reference
year is reserved as presented in the original source.
Abbreviations
ACC
Accreditation Committee of Cambodia
ADB
Asian Development Bank
BTC
Belgian Technical Cooperation
CIA
Central Intelligence Agency
EFA
Education for All
EMIS
Education Management and Information System
ESP
Education Strategic Plan
GER
Gross Enrolment Ratio
GPI
Gender Parity Index
GSED
General Secondary Education Department
IBE
International Bureau of Education
IIEP
International Institute for Educational Planning
JICA
Japan International Cooperation Agency
KHR
Cambodian Riel
MOEYS
Ministry of Education, Youth and Sport
MOLVT
Ministry of Labour and Vocational Training
NGO
Non-governmental Organization
PAP
Priority Action Program
PPP
Purchasing Power Parity
RTI
Research Triangle Institute
SIDA
Swedish International Development Cooperation Agency
TA
Technical Assistance
TPR
Teacher-pupil Ratio
TVE
Technical and Vocational Education
UIS
UNESCO Institute for Statistics
UNICEF
United Nations Childrens Fund
UNESCO
United Nations Educational, Scientific, and Cultural Organization
USAID
United States Agency for International Development
USD
United States Dollar (currency)
WB
World Bank
Cambodia
1. Secondary Education at a Glance
1.1 Education System
Figure 1. Education Structure: Approximate Starting Age and Duration
Approximate age
Grade
Level of education
Pre-Primary
Education
10 11
5
12 13 14
15 16
17
10 11
12
Lower
Secondary
Primary Education
Upper
Secondary
18 19 20 21 22 23 24
Higher Education
Associate Deegree
(2 yrs) / Bachelor
Degree (4 yrs-)
Master/
Doctoral
Technical vocational training

Basic Education
Compulsory Education
Free Education
1.2 Size of Schooling Sector

Table 1. School-aged Population, 2006
Table 2. Enrolment, 2006
School-aged
population
Ave. Annual Growth

Rate, 2001-2006
Enrolment
Primary
2,113,463
-0.88%
Primary
Secondary
2,162,048
1.19%
Secondary
Ave. Annual Growth

Rate, 2001-2006
2,582,250
1.21%
824,883
14.63%
Lower secondary
1,124,012
1.98%
Lower secondary
608,678
15.26%
Upper secondary
1,038,036
0.38%
Upper secondary
216,205
12.97%
Source: UNESCO Institute for Statistics. 2008.
Table 3. Number of Teaching Staff (full and part-time), 2006

Number of
teaching staff
Ave. Annual Growth Rate,

2001-2006
Primary
51,212
2.18%
Secondary
29,237
7.31%
Lower secondary
20,538
5.56%
Upper secondary
8,699
12.16%

Note: Average annual growth rate was calculated by UNESCO Bangkok on the basis of UIS statistics.
Cambodia
Figure 2. Change in Number of

Enrolment, 1980-2005
60
2,500
50
2,000
40
Number of teaching staff (000)
Enrolment (000)
3,000
1,500
1,000
500
0
1980
1985
1990
1995
Figure 3. Change in Number of

Teaching Staff, 1980-2005
2000
30
20
10
0
1980
2005
1985
-Upper Secondary
-Lower Secondary
2000
2005
-Upper Secondary
Secondary
Note: Secondary and upper secondary data from year 2006.
Note: Secondary and upper secondary data from year 2006.
1.3 Access and Participation

Figure 4. Change in GER by Level, 1970-2005
200
191.7
180
Gross enrolment rate (%)
160
138.6
140
134.1
126.0
120
120.9
106.3
100
80
60
40
20
0
8.2
1.5
4.5
1975
1980
1985
Primary
26.5
1.9
0.7
0.3
0.1
38.2
32.1
29.1
30.3
1970
1990
1995
Secondary
17.0
3.3
2.2
2000
2005
Tertiary

Note: Secondary data from year 2006.
Table 4. GER in Secondary Education, 2006

Secondary
Total
Male
Female
GPI
38.2%
42.6%
33.6%
0.69
Lower secondary
54.2%
58.7%
49.5%
0.84
Upper secondary
20.8%
25.2%
16.4%
0.65
Table 5. NER in Secondary Education, 2006

Secondary
Total
Male
Female
GPI
30.8%**
33.2%**
28.3%**
0.85**
1995
Primary
Secondary
Primary
1990
-Lower Secondary
Secondary Education Regional Information Base: Country Profile
1.4 Geographical Distribution of Access

Figure 5. GER by Province, 2005/06
120
Lower Secondary
100
Gross enrolment rate (%)
Upper Secondary
80
60
40
20
Rural
Remote
Urban
Whole Kingdom
Takeo
Svay Rieng
Stung Treng
Siemreap
Sihanoukville
Pursat
Ratanak Kiri
Prey Veng
Preah Vihear
Pailin
Phnom Penh
Otdar Meanchey
Kratie
Mondul Kiri
Kep
Koh Kong
Kandal
Kampot
Kampong Speu
Kampong Thom
Kampong Cham
Kampong Chhnang
Battambang
Banteay Meanchey
Source: EMIS, 2006
Figure 6. GER by Geographical Areas and Sex, 2005/06

Lower secondary
Total
Upper secondary
Female
Total
Female
Urban area
88.5%
81.3%
46.0%
40.9%
Rural area
50.2%
45.2%
13.1%
6.9%
Remote area
17.8%
16.0%
0.7%
0.5%
Source: EMIS, 2006

Note: EMIS defines urban as the area where large towns and cities are located, remote as the area where communication with and
transportation to the schools are difficult, and rural as the area categorized as neither.
1.5 Student Progression

Table 6. Progression Indicators, 2006
Gross Primary Graduation Ratio (1)
75.9%
Transition rate from Primary to Secondary (General) (1)
81.2%
Gross Enrolment Ratio in Total Secondary
38.2%
(1)
Percentage of Repeaters in Total Secondary (1)
2.6%
Upper Secondary Gross Graduation Ratio (2)
77.6%
Source: (1) UNESCO Institute for Statistics. 2008. (2) MOEYS.
1.6 PTR and Average Class Size

Table 7. Pupil-teacher Ratio, 2006
Table 8. Average Class Size, 2007
Lower secondary
29.6
Lower secondary
49.9
Upper secondary
24.9
Upper secondary
51.3
Source: EMIS, 2007
Cambodia
2. Institutional Context of Secondary Education

2.1 Education System
The education system in Cambodia is divided into four levels: pre-school education, primary education,
secondary education (lower and upper), and higher education. Pre-school education and early childhood
programmes cater to children, generally, from the age of three to five years old. They are provided on an ad-hoc
basis where space and staff are available. Six years of primary education and three years of lower secondary
education make up the countrys basic education provision. After the completion of lower secondary education,
students have the option of continuing to upper secondary education or of entering secondary-level vocational
training programmes offered by the Ministry of Labor and Vocational Training (MOLVT). After completing
upper secondary education, students can either enter vocational training (which lasts for one to three years
depending on the programmes) or universities (which offer two-year associate degree programmes, four-year
bachelors degree programmes, and seven-year medical programmes). The Non-formal Education Department
of the MOEYS plays an important role in providing literacy and life skill programmes, as well as short-term
vocational training to school dropouts and adults. The department provides such programmes all over the
country in cooperation with both local and international organizations.
Although there are no official documents defining compulsory education in Cambodia, the Constitution
stipulates that the State has the duty to provide primary and secondary education to all citizens. This stipulation
has been referred to in a number of policy documents with some modifications, most remarkably the inclusion
of the word free.
(See Figure 1 Education Structure: Approximate Starting Age and Duration on page 1.)
2.2 Legislative Framework and Key Policy Documents

The Constitution of the Kingdom of Cambodia (1993)
The Constitution of the Kingdom of Cambodia, adopted in 1993, includes a number of articles regarding
education. Article 68 of the Constitution reads the State shall provide Primary and Secondary Education to
all citizens in public school, recognizing the rights of citizens to opportunity of education and education of
quality through a provision of standardized system. Furthermore, the implementing agencies have rights to
adjust contents, pedagogy and foreign languages to maximize the quality of the education delivered. Article
68 also mandates the State to control public and private schools at all levels.
Policy of the Ministry of Education, Youth and Sport (1996)

The policy of the Ministry of Education, Youth and Sport (MOEYS) focuses on four broad policies from which
several other sub-policies or strategies have been developed in order to achieve these broad policies. These key
policies were first published in 1996 and have been republished every year in the Chart of Education Indicators,
an annual publication by the Department of Planning, MOEYS, which presents a summary of education
statistics and indicators. While the format and content of the chart are modified every year, the section on
MOEYSs policy has remained unchanged since 1996: (1) to universalize nine years of basic education and
develop opportunities for functional literacy; (2) to modernize and improve the quality of education through
effective reform; (3) to link education/training with the labour market and society; and (4) to rehabilitate and
develop the youth and sport sub-sector.
Education for All: National Plan 2003-2015 (2003)

The National Plan of Education for All spells out comprehensive technical and financial plans focusing on (a)
gender responsive strategies, (b) early childhood care and development, (c) formal basic education, and (4)
non-formal education and adult literacy. The plan focuses on both quantity expansion and quality/relevance
of the programmes.
Specific to lower secondary education, which is considered the last stage of Cambodias basic education
programme, the plan focuses on coverage, quality and efficiency. Some of the strategies include scholarship
schemes for the rural poor to increase the transitional rate from primary to lower secondary; capacity-building
of both teaching and non-teaching staff through pre-service and in-service training, and monitoring of learning
outcomes.
Education Strategic Plan 2006-2010 (2005)

The Education Strategic Plan (ESP) was developed as part of the National Development Policies and Priority. A
number of key messages are spelled out in the plan, including (1) the MOEYS vision to establish and develop
Cambodias human resources (emphasizing high quality and ethics) in order to develop a knowledge-based
society within the country; and (2) the mission of MOEYS to lead, manage, and develop the education, youth
and sport sector, responding to the socio-economic and cultural decentralization.
This working document focuses on three areas, namely, equitable access to education services; quality
and efficiency of education services; and institutional development that accentuates capacity-building for
decentralization.
Specific to lower secondary education, the ESP identifies the following objectives: (1) reduce access barriers for
students, (2) improve quality and efficiency (3) increase Grade 7-9 survival rates and Grade 10 transition rates
through scholarship programmes, strengthened teaching/learning capacity and an examination system, and
(4) introduce minimum standards for student performance. As for upper secondary education, similar policies
are applied to ensure that an increased number of students (especially those from rural poor areas) have access
to upper secondary education and beyond.
The ESP also sets detailed quantified targets for selected indicators. In terms of access, it aims to achieve by
2009/10 the GER of 50% for lower secondary education nationwide (60% for urban areas, 50% for rural areas,
and 40% for remote areas) and a completion rate of 75%. As for upper secondary, it sets 28% GER by the same
period as a target. The transition rate from primary to lower secondary education should reach 97%, and from
lower secondary to upper secondary achieve 98%.
2.3 Administrative Structure

As in many other countries throughout the region, the education system in Cambodia is organized
hierarchically.
Ministry of Education, Youth and Sport (MOEYS): is at the highest level of government in terms of governing,
delivering, monitoring and deciding educational services/issues. In terms of secondary education, the General
Secondary Education Department (GSED) of MOEYS fulfills its role through its specialized departments,
provincial departments of education, district offices of education, and research and training centers. The GSED
also has several technical offices to oversee the smooth flow and function of secondary education.
Provincial Departments of Education: act as the MOEYS secretariat and are responsible for the following
tasks: (1) to support the Ministry in implementing education policies, (2) to provide reports of all implemented
activities, (3) to prepare and submit plans for further development of secondary education, such as school
renovation/construction, (4) to provide statistics and indicators of schools, staff and students, (5) to manage
educational staff issues and deployment within the province and (6) to provide technical support in teaching,
preparing materials and effecting inspections. The General Secondary Office of the Department plays a role
in bridging secondary education schools and the General Secondary Education Department at the ministry
level.
District Offices of Education: are technical implementing bodies. Their main role is to make sure that
education policy and strategy intervention are implemented at the school level. Staff members at the district
levels coordinate the flow and delivery of education from national and provincial levels to the school level. As
concerns secondary education, the District Office of Education is responsible mainly for administrative issues
and the coordination of work.
Schools also play very important roles, especially in making school development plans and school annual
plans. These roles reflect the countrys decentralization reform in education.
Cambodia
Figure 7. MOEYSs Organizational Chart

Minister
Secreatry of State
Under Secretary of State
Cabinet
Advisor
Directorate General
of Administration &
Finance
Directorate General
of Education
Directorate General
of Higher Educatio
Inspectorate
General
Directorate General
of Youth & Sport
Higher
Education
Department
Youth
Department
Teacher
Training
Department
Sport and
Physical
Education
Department
Scientific
Research
Department
National
Institute
of Sport &
Physical
Education
Administration
Department
Early Childhood
Education
Department
Personnel
Department
Primary
Education
Department
Finance
Department
General
Secondary
Education
Department
Planning
Department
Non-Formal
Education
Department
Student
Phystical
Education &
Sport
Department
Cultural
Relations &
Scholarship
Department
School Health
Department
Natioanl Sport
Training Center
Material &
State Assets
Department
Pedagogical
Research
Department
Information &
ASEAN Affairs
Department
Publication &
Distribution
House
Secretariat General
of EFA
Inspectorate of
Administration
&
Finance
Unit of Financial
Contrioller (MEF)
Inspectorate of
Education
Internal Audit
Department
Municipal/
Provincial Office
of Education and Sport
The following governmental offices/departments are responsible for different functions of secondary education
management:
Functions
Responsible body
General secondary education
Office of Secondary Education, GSED, MOEYS
TVE at the secondary level
Office of Technical and Vocational Training, Ministry of Labor and Vocational Training
Private education
Office of Secondary Education, GSED, MOEYS
Personnel management and development
Personnel Department, MOEYS; General Secondary Education Department, MOEYS
Teacher development and training
Department of Teacher Training, MOEYS
Curriculum development and research
Pedagogical Research Department, MOEYS
Learning assessment
General Secondary Education Department, MOEYS
Examination
Office of Examination, GSED, MOEYS
Material/textbook distribution
Material and State Assets Department, MOEYS
Planning and financing
Office of Planning, GSED, MOEYS
Budgeting
Office of Finance, GSED, MOEYS
EMIS
Department of Planning
Office of Planning of the Department of Secondary Education
2.4 Financing
The national education budget derives from several different sources, including central government funding;
non-governmental (private) funding and investment; foreign loans, technical assistance and grants; and
local revenues generated by each school and community. While the budget from the central government is
mainly used for wage-related recurrent expenses, other operational budget support called Programme-based
Budgeting is used to provide financial support to secondary school students. The fund for the programme is
mostly financed by external donors, although a small portion is covered by governmental and community
contributions.
Fiscal year is January 1 December 31.
School year is October 1 July 31.
Table 9. Public Expenditure on Education, 2004
As % of GDP
As % of total govt. expenditure
Per pupil as % of GDP per capita
Primary education
Secondary education
Tertiary education
1.74%
6.88%-3
6.37%-3
43.79%-3
Table 10. Public Expenditure on Education as % of National Budget, 2000-2007

2000
2001
2002
2003
2004
2005
2006
2007
13.9%
17.6%
18.2%
18.3%
19.8%
18.5%
18.3%
19.2%
Source: MOEYS. 2001, 2002, 2003, 2004, 2005, 2006 and 2007.
Figure 8. Resource Allocation by Level as % of Total Education Expenditure, 2001

100%
80%
8.35%
4.95%
11.24%
60%
Not allocated by level

Other types
Tertiary
40%
74.36%
Secondary
Primary
Pre-primary
20%
0%
1.10%
2001
Cambodia
3. General Secondary Education

3.1 Types of Schools
In Cambodia, there are general lower and upper secondary schools under the authority of the Ministry of
Education, Youth and Sports, and Buddhist lower and upper secondary schools under the authority of the
Ministry of Cult and Religious Affairs. As for general secondary education, the provincial offices of education
take charge of upper secondary schools, while the district offices of education oversee the lower secondary
schools. In terms of types of institutions within general secondary schools, two broad types exist: colleges and
lyces. While the majority of colleges cater only to lower secondary education separately and independently
from upper secondary education, and lyces cater to upper secondary education, the distinction between the
two types by levels or grades offered cannot be clearly made. Some colleges offer lower and upper secondary
education together under the same institutional setting and share both physical and human resources.
Table 11. Types of Secondary Schools and Administrative Authority, 2005/06
Grade
10
11
12
Lower secondary schools
Buddhist lower secondary schools
Upper secondary schools

Buddhist upper secondary schools
13
Administrative
authority
Number of
Institutions
DOE
670
MOCRA
26
POE
911
MOCRA
10
Source: EMIS, 2006.

Note: MOCRA = Ministry of Cult and Religious Affairs; POE = Provincial Office of Education; DOF = District Office of Education
Table 12. Enrolment by Grade and Level, 2005/06

Institutions other than the Buddhist schools
Buddhist schools
Grade 7
268,087
1,493
Grade 8
186,223
1,279
Grade 9
134,023
1,054
Lower secondary level total
588,333
3,822
Grade 10
89,383
761
Grade 11
57,536
628
Grade 12
Upper secondary level total
58,006
474
204,925
1,423
Source: EMIS, 2006.
3.2 Admission Requirements

Decisions regarding admission to lower secondary education are made by the provincial and district offices of
education, based on an assessment of a students performance in the last grade of primary schooling (Grade 6).
Performances are assessed through monthly tests and two semester examinations, and students are required
to score a minimum of 50% in order to be admitted into lower secondary schools.
As for admission to upper secondary education, students are required to take the national entrance examination.
The contents of the examination papers and the schedule are decided at the ministry level, and the provincial
office makes the necessary arrangements, including the mobilization of invigilators, preparation of examination
rooms, administration, and marking of the examination. The offices also make pass/fail decisions based on
MOEYS criteria.
3.3 Student Assessment and Promotion

Annual Promotion
Student promotion from a lower to higher grade in secondary education, except for Grade 9 and 12, is based
on the results of a series of assessments conducted throughout a year. Teachers conduct quizzes, oral tests,
monthly tests, and semester exams, and students must gain at least 50% out of the maximum performance
of 100%. Attendance is also used as promotion criteria. Students must not be absent for more than 20 days
without reported leaves or 60 days with reported leaves. The provincial offices of education make final decisions
regarding a students promotion.
Table 13. Percent of Repeaters by Grade and Sex, 2006
Lower Secondary
Both sexes
Upper Secondary
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11
Grade 12
1.76%
1.58%
5.06%
1.08%
0.84%
8.83%
-male
2.32%
1.97%
6.29%
1.38%
1.04%
10.52%
-female
1.13%
1.11%
3.35%
0.63%
6.08%
Table 14. Percent of Repeaters by Grade and Geographical Areas, 2005/06

Lower Secondary
Upper Secondary
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11
Urban area
3.63%
2.54%
5.93%
1.42%
1.13%
Grade 12
5.08%
Rural area
1.24%
1.27%
4.71%
0.80%
0.65%
12.03%
Remote area
0.56%
1.54%
3.18%
3.40%
1.15%
na
Total
1.77%
1.59%
5.09%
1.08%
0.88%
8.37%
Source: EMIS, 2006.
Graduation
Procedure to graduate from lower secondary education is the same as that to enter the first grade of upper
secondary education. When students pass the lower secondary school leaving examination, they are
automatically granted a certificate that allows them to enter into upper secondary school (Grade 10). Those
who do not wish to continue to upper secondary education can also use the certificate to enter vocational
training, which requires the successful completion of lower secondary schooling.
In order to graduate from upper secondary schools, students are assessed based on the scores earned at Grade
12, the final grade of upper secondary education, and the score of the national examination. Generally, the score
for Grade 12 is marked on a 0-100 point scale, whereas the national examination ranges from 0-575. Students
need to score a minimum of 337 points (50% of the total) in order to be considered eligible for graduation.
The two school leaving examinations at the end of Grade 9 and 12 are administered by the Office of Examination,
GSED. However, all decisions regarding the preparation of the examination are made at the departmental
level.
Table 15. Progression of Graduates (Upper Secondary), 2005/06
Higher education institutions
85%
-Public institutions
9%
-Private institutions
76%
Source: EMIS, 2006.
Cambodia
Figure 9. Completion Rate for Grade 9 and 12 by Province, 2004/05

50
Grade 9 (LS)
45
Grade 12 (US)
Completion Rate (%)
40
35
30
25
20
15
10
Rural
Remote
Urban
Whole Kingdom
Takeo
Svay Rieng
Stung Treng
Siemreap
Sihanoukville
Pursat
Ratanak Kiri
Prey Veng
Preah Vihear
Pailin
Phnom Penh
Mondul Kiri
Otdar Meanchey
Kratie
Kep
Koh Kong
Kandal
Kampot
Kampong Speu
Kampong Thom
Kampong Cham
Kampong Chhnang
Battambang
Banteay Meanchey
Source: EMIS, 2005.
3.4 Tuition
Although free schooling is not stated in the law, both lower and upper secondary education are provided free
of charge throughout the country. In order to ensure that disadvantaged groups have access to education,
start-up fees (which used to be charged for each student) were cancelled when the Priority Action Programme
(PAP) was introduced.
Support Programmes
The Priority Action Programme was introduced in 2000 as a pilot project in the primary schools of 10 provinces.
In 2001, PAP expanded its coverage to all provinces/towns and all levels of education in order to lessen the
financial burden on families and to ensure access to secondary schooling. Upon introducing the programme,
the government cancelled start-up fees, which used to be the norm for secondary level institutions. The PAP
fund also provides operational funds to schools and scholarships to poor students, especially those from rural
areas. The PAP was shifted to PB (programme-based budget) from 2007/08 academic year.
In addition, there are a number of international development agencies that provide scholarships, especially to
lower secondary schools. The Japan Fund for Poverty Reduction, in conjunction with the Asian Development
Bank (ADB), provides scholarships to lower secondary students, especially to girls. Belgium Technical
Cooperation also provides scholarships that give preference to girls.
Local NGOs operating in certain provinces offer scholarship support, as well.
3.5 Curriculum
The current curriculum for both lower and upper secondary education was developed and approved by the
MOEYS in 1997. Textbooks are prepared and published at the central level, and distributed to schools all over
the country free of charge. In order to increase the curriculums relevance, a life skills subject has been designed,
covering a broad range of skills. The local district office of education and relevant school(s) can work together
to choose which topics to cover and to teach within the subject, depending on the needs of the school in each
area.
The objectives of the lower secondary curriculum are to provide all students with a breadth of knowledge
and skills: Khmer language, mathematics, sciences, social studies, life skills, learning skills, and vocational
education. The curriculum also addresses personal development necessary to enable students to contribute as
productive members of Cambodian society and be able to either study further in upper grades or participate
in vocational and technical training.
10
The upper secondary curriculum aims to provide students with: more advanced knowledge of Khmer literature
and mathematics; a deeper knowledge of national identity and more complex understanding of morality
and civic responsibility; everyday life skills that enable participation in community life and society; a broader
understanding of the natural world and scientific principles; and high communicative competence in foreign
languages.
Table 16. Statutory School-opening Days and Teaching Weeks per Year, and Teaching Hours per Week
School opening days per year
Teaching weeks per year
Lower secondary
231 days
38 weeks
Teaching hours per week

16 hours
Upper secondary
231 days
38 weeks
16 hours
More comprehensive and detailed description of the curriculum is available from IBEs World Data on Education
database at: http://www.ibe.unesco.org/countries/WDE/WorldDataE.htm
Cambodia
11
4. Private Education
Although private schools have been expanded progressively in recent years in Cambodia, the majority of them
only offer education at the primary level, and private provision of education at the secondary level is still very
limited.
In order to maintain equivalency with public schools in terms of issuance of certificates, MOEYS regulations
require private schools to conform to certain requirements, including nationally standardized curriculums,
teacher recruitment, assessment and examination. However, the use of nationally developed textbooks
can vary from school to school, and teachers are paid independently from the salary scale set forth by the
government. Although the Education Law (in draft as of June 2007) stipulates that it is the States duty to
support the involvement of both public and private institutions in the provision of education, private schools
do not receive any governmental subsidies or in-kind contributions at present.
Table 17. Percent of Private Enrolment, 2003-2005
2003
General
2004
TVE
2005
TVE
General
TVE
Lower secondary
0.36
0.41
0.31
Upper secondary
0.22
0.28
0.43
...
Source: UNESCO Institute for Statistics.
12
General
5. Secondary-Level Technical and Vocational Education

Technical and vocational education and training (TVET) programmes, which used to be under the authority
of MOEYS, were transferred to the Ministry of Labour and Vocational Training (MOLVT) when the Ministry was
established in 2004. Strategies for TVET were developed in 1999, which encouraged private sector participation
in providing a large range of programmes and activities.
Programmes are offered at different levels (see Levels of TVE below) in a wide variety of areas, including Vehicle
Repairing, General Mechanics, Computer Technology, Agricultural Mechanics, Electricity, Electronics, Repairing
of Cooling Mechanics, and Civil Engineering.
For the 2005/06 academic year, a total of 42,212 students (of which 15,826 or 37.5% were female) was enrolled
in TVET under 40 public and 170 private technical and vocational training institutions (MOLVT. 2006).
Table 18. Percent of Enrolment in TVE Programmes, 2000-2006
Secondary education
2000
2001
2002
2003
2004
2005
2006
2.3%
2.0%
1.9%
2.6%
2.4%**
...
3.2%
- Lower secondary
2.8%
- Upper secondary
6.9%
6.9%
7.2%
10.2%
9.1%**
...
4.2%
Levels of TVE
While private sector businesses provide vocational training ranging from a few months to three years, the
public programmes offer training programmes at three distinctive levels for the upper secondary level: Level 1
(one year), Level 2 (two years), and Level 3 (three years). In order to be admitted to these programmes, students
must hold a lower secondary certificate, which is granted if a student successfully passes the lower secondary
education examination at Grade 9. Level 3 TVE programmes are considered equivalent to upper secondary
education, and students are grated a certificate equivalent to baccalaureate (Grade 12) issued by the MOEYS.
With this certificate, students can enter TVE schools for undergraduate degrees: of two years duration for an
associate degrees or four years for a Bachelor of Technology degree. They can also go to related universities
with approval from the Accreditation Committee of Cambodia (ACC).
Cambodia
13
6. Teachers in General Secondary Education

Table 19. Number of Teachers and Key Indicators, 2006
Number of teachers
Percent of female
teachers
Percent of trained
teachers
Teacher-pupil ratio
Secondary education
25,695
32.0%
95.2%
28.2%
- Lower secondary
18,689
32.7%
97.1%
29.6%
- Upper secondary
7,006
30.6%
90.6%
24.9%
Table 20. Minimum and Maximum Salary for Teachers

Minimum salary
Amount per month
Maximum salary
% to GDP pc
Amount per month
% to GDP pc
Lower secondary
KHR 111,200
72.72%
KHR 196,300
128.4%
Upper secondary
KHR 162,900
106.56%
KHR 287,700
188.28%
Source: Royal Government of Cambodia; National Institute of Statistics, 2006

Note: Minimum and maximum salary in the table refers to the amount at the lowest and highest ends of the official salary scale. Additional
subsidies are often provided by the Government in addition to the basic salary above.

% to GDP per capita was calculated by Chhinh, S. on the basis of economic data presented in the Statistical Year Book 2006 (National
Institute of Statistics. 2006).
6.1 Teacher Management

Three departments are responsible for the management of teachers. The Department of Teacher Training
under the Directorate General of Higher Education is responsible for recruitment and training. Once student
teachers successfully complete the training, they become government employees and are posted to schools/
institutions that need them. The Department of Teacher Training also provides in-service training for teachers.
Once they are in service at school, the Department of General Secondary Education (DGSE) is responsible
for the utilization of teachers. Some other aspects of management such as promotion and transfer are the
responsibility of the Department of Personnel, under the Directorate General of Administration and Finance.
6.2 Qualifications and Pre-service Training

To be eligible to become a lower secondary school teacher, one must hold a certificate of general secondary
education and undertake a two-year per-service training at one of the six regional teacher training centres,
which are located in Phnom Penh, Battambang, Prey Veng, Takeo, Kampong Cham, and Kandala provinces.
Upon successful completion, graduates are awarded a certificate of pedagogical training, qualifying them to
be lower secondary school teachers. As part of pre-service training, fourteen weeks of practical training in total
(six weeks in the first year and eight weeks in the second year) is conducted.
As for upper secondary school teachers, a bachelors degree followed by a one-year pre-service training at the
National Institute of Education (formerly, the Faculty of Pedagogy) is an eligibility prerequisite. The National
Institute of Education is the only institution that qualifies university graduates to be upper secondary school
teachers. Upon successful completion, graduates are awarded with a certificate of pedagogical training. They
then become government employees and are posted to schools all over the country. Four weeks of practical
training are required of all students as part of pre-service training.
Certificates are issued by the MOEYS and, once obtained, they are valid for life.
6.3 In-service Training

The same regional teacher training centres described above also provide in-service training for lower secondary
teachers. Similarly, the National Institute of Education provides in-service training for upper secondary school
teachers. Although regular participation in the training is not required of in-service teachers, participation is
taken into consideration for teachers career development such as promotion and salary upgrading.
14
7. Recent Reforms
Budget Management, 2006-2010
The current Governments financial system will be consolidated and extended as part of the Education Strategic
Plan 2006-2010, with particular emphasis on further improvements in financial management, accounting
and audit procedures. The MOEYS will ensure transparency and accountability of all sources of financial
support for education, including external assistance, and will closely monitor and report on expenditures as
well as on releases and disbursements. The Ministry proposes that the following recurrent financial planning
management mechanisms are used for the various priority programmes, including: (1) education service pay
reform programme and performance incentive schemes; (2) improved guidelines on budget use for provincial
and district education service monitoring; (3) central MOEYS departments and post-secondary institutions
operational budgets managed through specific and delegated budget allocations; (4) majority of priority
action programmes of sub-sectoral, institutional and provincial budget allocations; and (5) budget allocations
to provincial and sub-sectoral scholarship programme implementation for the poor, alongside additional
support under the capital budget framework.
Curriculum Reform, 2005-2009

The new curriculum is currently being implemented on a pilot basis to update the current curriculum, which
was published in 1997 by the MOEYS. The revised curriculum is expected to be introduced nationwide in the
2007/08 academic year for the basic education level (Standard 1 for Grade 1-3; Standard 2 for Grade 4-6; and
Standard 3 for Grade 7-9). The introduction of new curriculum for the post-basic level (Grade 10-12) is still not
decided.
The focus of the curriculum reform is on the introduction of a tracking system, where students are given the
option to specialize in either science or social science. In this way, students may focus on a particular area of
interest and deepen their knowledge through expanded lesson times and practices.
Another feature of the new curriculum is the provision of a comprehensive set of learning/teaching materials.
The set includes: (i) curriculum policy for basic education; (ii) detailed syllabi for every subject; (iii) models of
students assessment; (iv) student books; and (v) teacher manuals. Students are assessed in accordance with
the criteria and models set forth in the material for all lessons and subjects.
In terms of localization of the curriculum content, the revised curriculum is composed of the nationallystandardized component and the local life skill component. The national curriculum takes 30 hours of
instruction per week, while the localized life skill curriculum takes 2-5 hours per week for the Standard 3 level
(lower secondary).
Cambodia
15
8. Involvement of Development Agencies

Below is the list of major secondary education-related projects (recently completed or on-going) that receive
support from external development agencies (as of June 2007):
Project Title
Agency
(type of assistance)
Level of
Education
Second Education Sector Development

Program (SESDP)
ADB (TA/Loan)
LS + US
Education Quality Improvement
ADB (TA/Loan)
Implementation
Period
2003/
2004-2009
LS + US
(Enhancing Secondary Education)
2006/
2007-(proposed)
Links
www.adb.org/Projects/
project.asp?id=34388
www.adb.org/Projects/
ADB (Grant)
LS
2002-2005
http://www.adb.org/Projects/
WB (Loan/Grant)
Sector-wide
2005-2010
Capacity Building in Education Planning and

Management
UNESCO/IIEP/SIDA
LS+US+HS
Capacity Building for Sector-Wide Education

Reform and Decentralization
UNICEF (Grant)
PE + LS
2005-2010
Expanded Basic Education Programme

(EBEP) Phase II
UNICEF/SIDA
(Grant)
PE + LS
2006-2010
Cambodia Basic Education
USAID (Grant)
PE + LS
2005-2010
Science and Mathematics Education

Improvement
JICA (Grant)
US
2005-2010
Basic Education and Teacher Training

Programme
BTC (Grant)
LS
2005-2010
Equal Opportunity of the Study for All

Children
Room to Read
LS
2005-2010
EC (Grant)
PE + LS
2003-2008
Targeted Assistance for Education of Poor

Girls and Indigenous Children
Cambodian Education Sector Support
Project (CESSP)
Targeted EC Budget Support to Pro-Poor

Basic Education
www.moeys.gov.kh/en/
education/ebep06-10/index.
htm
TA = Technical Assistance; PE = Primary education; LS = Lower secondary; US = Upper secondary

Note: For ADB and WB projects, the implementation period refers to the period between the year of project approval and the [estimated]
project completion year as stipulated on each project website. For other projects, it is based on the data/information provided by
Chhinh, S.
16
9. Relevant Documents and Additional Resources

Listed below are documents and websites that provide country-specific information on education or the
secondary education sub-sector.
Publications
Bray, M. & Bunly, S. 2005. Balancing the Books: Household financing of basic education in Cambodia. (CERC
Monograph Series No. 4) Hong Kong, Comparative Education Research Centre. (CERC website)
Documents
Kingdom of Cambodia

The Constitution of the Kingdom of Cambodia
Ministry of Education, Youth and Sports:

Policy for Curriculum Development 2005-2009. www.moeys.gov.kh/en/education/cur/curriculum_
policy_en.zip (PDF; 170kb)
Education Strategic Plan 2006-2010. www.moeys.gov.kh/en/education/esp06-10/esp06-10.pdf
(PDF; 814kb)
Education for All National Plan 2003-2015. www.moeys.gov.kh/en/education/efa/index.htm (Access to
full text is also available)
Education Sector Support Program 2006-2010. www.moeys.gov.kh/en/education/essp06-10/essp06-10.
pdf (PDF; 551kb)
Education Sector Performance Report 2005. www.moeys.gov.kh/en/education/espr05/espr05.pdf
(PDF; 410kb)
Expanded Basic Education Programme Phase II 2006-2010. www.moeys.gov.kh/en/education/ebep06-10/
ebep06-10.pdf (PDF; 810kb)
Education Aid Project Database in Cambodia 2006
Education Statistics and Indicators (various years)
Education Law (draft)
Websites
Asian Development Bank: www.adb.org (English)
Key Indicators : www.adb.org/Documents/Books/Key_indicators/2006/pdf/CAM.pdf
International Bureau of Education: www.ibe.unesco.org (English)
World Data on Education: www.ibe.unesco.org/countries/WDE/WorldDataE.htm -Education system in
Cambodia, 2003: http://nt5.scbbs.com/cgi-bin/om_isapi.dll?clientID=208889269&depth=3&infobase=i
wde.nfo&record=%7b7D95873C%7d&softpage=PL_frame
Country-specific website: www.ibe.unesco.org/countries/Cambodia.htm
Ministry of Education and Training: www.moeys.gov.kh/ (Khmer; English)
Education Statistics and Indicators: www.moeys.gov.kh/en/about_moeys/statistic.htm
UNESCO Institute for Statistics: www.uis.unesco.org (English)
Education Database: http://stats.uis.unesco.org/ReportFolders/reportfolders.aspx
Literacy Database: http://stats.uis.unesco.org/ReportFolders/reportfolders.aspx
Country/Regional Profiles: www.uis.unesco.org/profiles/selectCountry_en.aspx
World Bank: www.worldbank.org/ (English)
Country website: http://web.worldbank.org/WBSITE/EXTERNAL/COUNTRIES/EASTASIAPACIFICEXT/CA
MBODIAEXTN/0,,menuPK:293861~pagePK:141159~piPK:141110~theSitePK:293856,00.html (English) ;
http://www.worldbank.org.kh/ (Khmer)
Data and Statistics: ttp://web.worldbank.org/WBSITE/EXTERNAL/COUNTRIES/EASTASIAPACIFICEXT/VIET
NAMEXTN/0,,menuPK:387591~pagePK:141132~piPK:141109~theSitePK:387565,00.html
Cambodia
17
Reference
Central Intelligence Agency. 2008. The World Fact Book. www.cia.gov/cia/publications/factbook/ (Accessed 3
June 2008)
Ministry of Education, Youth and Sports. 2001. Education Statistics and Indicators 2001.
-----------. 2002. Education Statistics and Indicators 2001.
Ministry of Labour and Vocational Training. 2006. Annual Report (draft).
UNDP. 2007. Human Development Report 2007/2008 database. http://hdr.undp.org/ (Accessed 3 June 2008)
UNESCO. 2007. Global Monitoring Report 2008. Paris, UNESCO.
UNESCO Institute for Statistics. 2008. Data Centre. http://stats.uis.unesco.org/ReportFolders/reportfolders.aspx
(Accessed 3 June 2008)
UNPD 2007. World Population Prospects: The 2006 Revision Population database. http://esa.un.org/unpp/
(Accessed 3 June 2008)
18
Country profiles are updated on a regular basis. Visit the

Secondary Education Regional Information Base website
to access the latest version or to check the status of
updates. Other country profiles are also available from the
website (http://www.unescobkk.org/education/epr/sepra/
infobase).
UNESCO Bangkok
Education Policy and Reform (EPR)
Mom Luang Pin Malakul Centenary Building
920 Sukhumvit Road, Prakanong, Kongtoey
Bangkok 10110
Thailand
Tel: (66-2) 391 0577
Email: epr@unescobkk.org
http://www.unescobkk.org
Background Statistics:
Development Indicators
Geography
1
Area
176,520 sq km2 (land)

4,520 sq km2 (water)
Source: Central Intelligence Agency. 2008.
Demography
2
Total population, 2005
14.0 million
Population growth rate, 2000-2005
1.76%
56.8 years (total)
Life expectancy at birth, 2000-2005
53.7 years (male)

59.5 years (female)
Total fertility rate, 2000-2005
3.64
Source: UNPD. 2007.
Social and Economic Indicators

7
Population below the national poverty line, 1990-2005
35.0%
Population below the absolute poverty line, 1990-2005
34.1%
GDP, 2005
10
GDP per capita, 2005
11
GDP per capita annual growth rate, 1990-2005
5.5%
12
Human Development Index, 2005
0.598
USD 6.2 billion

USD 38.4 billion (PPP)
USD 440
USD 2,727 (PPP)
Source: UNDP. 2007.
Education Indicators
13
Adult literacy rate (ages 15 and above), 2007(1)
73.6%**
14
Youth literacy rate (ages 15-24), 2007(1)
86.2%**
9.8 years (total)**
15
School life expectancy, 2006(1)
10.5 years (male)**

9.2 years (female)**
16
EFA Development Index, 2005(2)
Source: (1) UNESCO Institute for Statistics. 2008. (2) UNESCO. 2007.
0.807

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Secondary education regional information base: country profile

Cambodia. Bangkok: UNESCO Bangkok, 2008.

ISBN 978-92-9223-186-6 (Print version)

2.. Institutional Context of Secondary Education. . . . . . . . . . . . . 4

3.. General Secondary Education. . . . . . . . . . . . . . . . . . . . . 8

4.. Private Education. . . . . . . . . . . . . . . . . . . . . . . . . . 12

List of Tables and Figures

School-aged Population, 2006. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Number of Teaching Staff (full and part-time), 2006 . . . . . . . . . . . . . . . . . . . . . . 1

GER in Secondary Education, 2006. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

NER in Secondary Education, 2006. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Progression Indicators, 2006. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Pupil-teacher Ratio, 2006 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Average Class Size, 2007. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Public Expenditure on Education, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Table 10. Public Expenditure on Education as % of National Budget, 2000-2007. . . . . . . . . . . . . . 7

Education Structure: Approximate Starting Age and Duration. . . . . . . . . . . . . . . . . . 1

Figure 2. Change in Number of Enrolment, 1980-2005. . . . . . . . . . . . . . . . . . . . . . . . . . 2

MOEYSs Organizational Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Figure 8. Resource Allocation by Level as % of Total Education Expenditure, 2001 . . . . . . . . . . . . 7

Magnitude nil or negligible

Accreditation Committee of Cambodia

Asian Development Bank

Belgian Technical Cooperation

Central Intelligence Agency

Education for All

Education Management and Information System

Education Strategic Plan

Gross Enrolment Ratio

Gender Parity Index

General Secondary Education Department

International Bureau of Education

International Institute for Educational Planning

Japan International Cooperation Agency

Ministry of Education, Youth and Sport

Ministry of Labour and Vocational Training

Priority Action Program

Purchasing Power Parity

Research Triangle Institute

Swedish International Development Cooperation Agency

Technical and Vocational Education

UNESCO Institute for Statistics

United Nations Childrens Fund

United Nations Educational, Scientific, and Cultural Organization

United States Agency for International Development

United States Dollar (currency)

Technical vocational training

1.2 Size of Schooling Sector

Table 2. Enrolment, 2006

Ave. Annual Growth

Ave. Annual Growth

Source: UNESCO Institute for Statistics. 2008.

Source: UNESCO Institute for Statistics. 2008.

Table 3. Number of Teaching Staff (full and part-time), 2006

Ave. Annual Growth Rate,

Source: UNESCO Institute for Statistics. 2008.

Figure 2. Change in Number of

Number of teaching staff (000)

Figure 3. Change in Number of

Source: UNESCO Institute for Statistics. 2008.

Source: UNESCO Institute for Statistics. 2008.

Note: Secondary and upper secondary data from year 2006.

Note: Secondary and upper secondary data from year 2006.

1.3 Access and Participation